EPIKmanual 1

Intermediate to
Advanced
Teaching Manual
Exemplars and
Lesson Plans
Table of Contents
Introduction……………………………………………………………pg. 1
Intermediate to Advanced………………………………………...pg.5
Conversation………………………………………………………….pg. 6
Vocabulary……………………………………………………………pg. 44
Writing………………………………………………………………….pg. 50
Grammar………………………………………………………………pg. 59
Listening………………………………………………………………..pg. 67
Review and Games…………………………………………………pg. 74
Index……………………………………………………………………pg.81
Handouts……………………………………………………………...pg.83
Introduction
Welcome to the Gangwondo EPIK program. Whether you are a first time
teacher or you have many years experience, whether you are new to Korea or
have taught here many years, I am sure that your time here will be a rewarding
experience. It’s important to take the initiative and get involved with your
school and your community. Make an effort to learn some Korean and to
learn some of the customs and you will find that not only will your time here be
easier and more enjoyable but also the teachers in your school will come to
have a greater respect for you. Take an interest in your students and be an
enthusiastic teacher and they too will become enthusiastic about learning
English.
This Manual
The exemplars and/or lesson plans in this manual were submitted by other EPIK
teachers currently and/or previously employed in the program. These lesson
plans were intended to provide new teachers with a guide to making their own
lesson plans. Please read over the lesson plans in this manual and take from
them what you will. Use the lesson plans in their entirety or take ideas from
each to make your own lessons that suit your own teaching style and/or the
needs of your students. Please, however, keep in mind the considerations
listed below.
Team Teaching
Team teaching is the preferred teaching methodology in Gangwondo. Team
teaching is a collaborative teaching process where both the foreign native
English speaking teacher and the local teachers participate equally in
teaching. From preparing lessons and lesson materials, to teaching in the
classroom, all teachers work together. When team teaching not only you but
also your team teachers will be producing lessons and lesson plans according
to the curriculum that you and your team teachers decide to use.
Some EPIK teachers, however, are not in an environment conducive to team

teaching. That is to say, the local teachers do not have the time or training to
become actively involved in team teaching. In this case, you will have to take
a greater responsibility in the preparation of lessons. Your co-teachers may still
1
have some preferred direction for you to follow with regard to your curriculum
though. Please be flexible and consult with your co-teachers before planning
your lessons.
Making use of co-teachers

Regardless of whether you are team teaching or working with a co-teacher, it is
important to utilize this invaluable resource when designing your lessons. Or
course, the involvement of your co-teachers in your lessons depends upon their
level of English ability, but even teachers with little English ability can be of
assistance. Plan your lessons so that you keep in mind what you will do, and
what your co-teacher will do, at every step.
Conversation focus
Conversation should be the primary focus of your lessons. We are not here to
replace the local English teachers, but to complement their teaching and their
curriculum in addition to inspiring students to speak English. Vocabulary and
grammar are covered in great detail by the curriculum provided to your
students by their local English teachers. Our level of expertise comes from our
ability to freely converse in English. By doing this in the classroom, students can
model our speaking ability, become accustomed to hearing spoken English
from a native English speaker, and practice conversing spontaneously in English.
This gives students more confidence in their speaking ability.
Unfortunately, for many of you, you will find that the level of English ability in
your students is not very high. So you will be faced with the problem of
teaching conversation to students who lack the vocabulary and grammar skills
to competently converse in English. How is this done? The answer is simple.
You will have to be patient and innovative.
Here is an example of an appropriate conversation lesson. First, it is good to

review some vocabulary that will be used in the course of your lesson at the
beginning of class to refresh student’s memory. Perhaps a short simple game
could be used. Simple grammar structures, which will be used in class, should
also be reviewed. Finally, conversation lessons should revolve around a few
simple sentence patterns. It is best if those sentence patterns, if they have not
been taught before, are clearly written on your handout or on the whiteboard
2
for quick and easy reference. It is also a good idea to encourage your high
level students to be more creative in their responses, and to not restrict
themselves to your sentence patterns. Your sentence patterns should be a
guide and not a rule of law. Your lesson should also have activities that allow
students to converse, not only with you, but also with each other. Many
teachers do not do this, for fear that students will just speak Korean while not
under close scrutiny from the English teacher. While this is often true in the
beginning, given enough practice and encouragement, it can be done
successfully.
Undoubtedly, your lessons will overlap. It is impossible only to teach

conversation without teaching vocabulary or grammar or pronunciation, but
your primary focus should be on conversation.
American English
American English is the preferred English to be taught to students in the EPIK
program. What is American English? Well, to most native English speakers the
concept of American English is difficult to grasp. Isn’t all English the same?
While that is true for the most part, there are some subtle differences. The most
obvious difference is in spelling. If you are from Britain or a British
Commonwealth country, such as Australia or Canada, you should be aware
that some words are spelled differently. For example, in American English color
is spelled ‘color’ not ‘colour’. Be aware of this so as not to confuse students
who have already learned vocabulary using the American spelling.
Cultural exchange
As foreign teachers of English, we have more to teach than just English.
Students, particularly Korean students, are very curious about other cultures.
Please feel free to incorporate some lessons about culture into your classroom.
This is often a good time to utilize some of the multimedia facilities in your school.
Pictures, video and powerpoint presentations are a good way to teach lessons
on culture since most students will want to see first hand what it is you are
talking about. Holidays are also a good opportunity for cultural exchange;
however, keep in mind that a large percentage of people in Korea are
Christians, and so lessons on Christmas, for example, may be redundant.
3
All English classroom
There are many different perspectives on how one should teach English with
regard to the amount of the local language that should be used in the
classroom. Your local teachers will likely teach with direct Korean translation,
and will give instruction in Korean. You, with the assistance of your co-
teachers, will have to decide how you will approach this. Most foreign
teachers choose to use only English in their classrooms. New vocabulary is
then taught using pictures, actions, or previously learned vocabulary for
explanation. This forces students to listen to the teacher and to make an effort
to understand, but can cause students to feel uncomfortable or disoriented
and confused, at least until they become accustomed to it. A second
consideration is how much you will allow students to speak Korean. Some
teachers allow their students to speak to each other in Korean, while other
teachers do not. Again, the choice is yours.
Student interests
Students learn faster when they take an interest in what they are learning.
Students gain more confidence and feel more comfortable when discussing
subjects which they are knowledgeable and passionate about. Students also
learn more when they know that their teacher has taken an interest in their lives.
It is a good idea, at the beginning of the school year, to take a survey of
students’ interests so that you can incorporate those topics into your curriculum.
Behavior Management
Before you walk into your first class, you should have a system in place to deal
with misbehavior. Many foreign teachers overlook this problem with disastrous
results. Quite often the local teacher will handle behavior problems in your
class if you do not; however, if your co-teacher is a poor disciplinarian, then it is
your class that will suffer. It is a good idea to discuss this subject with your co-
teachers before your first class so that you can develop a system of behavior
management that complements the system used in most classes. Whatever
system you choose, don’t underestimate the value of positive reinforcement.
If your students are doing a good job and behaving well, praise them for it.
This can do wonders for stemming misbehavior before it starts.
4
Intermediate to Advanced
The following is a guide to understanding the categories of ‘Intermediate to

Advanced’
Intermediate to Advanced students have a good grasp of English and can

engage in some conversation. Students are generally in second or third year
middle school or high school. Students know basic vocabulary in most topic
areas, and some more advanced English vocabulary. Students can listen and
comprehend most of what they hear from a native English speaker. Students
can engage in conversation that is not rehearsed. Students can express
themselves and their opinions, though they may still have difficulty with
grammar.
5
Conversation
6
Lesson Plan
Instructors: Native English Teacher –

Korean English Teacher –
Student Level/Grade: Grade 1 and grade 2 middle school

Lesson Title: Timelines: a timeline of my life
Class Aims/Goals: A timeline is useful for understanding the relationship
between the events and the dates they took place
Length of Lesson: Single lesson 45 minutes
Steps & Activities:
Pre-Activity/Preparation/Materials
The teacher needs to prepare the students by outlining a timeline on the
board. Dates, details and all information for date of birth of yourself, mother,
father, brother, sister, what was your first word and what year? When did
you start school? What year did you go to your first concert? What year
would you like to get married? It is important to introduce as many life
events as possible.
Activity/Lesson
Each student should draw a timeline of their own lives and be able to speak
in full sentences about each event. Encourage students to use full
sentences and to use proper pronunciation describing months and years.
Each student should introduce their timeline to the class.
Post-Activity/Review
Before class ends it is important to review common mistakes concerning
past and future tenses and any misunderstood principles.
7
Lesson Plan
Instructors: Native English Teacher – Susie Rowe

Korean English Teacher – Sohn Suk Heui
Student Level/Grade: Beginner to Intermediate / Middle School 1st to 3rd Grade

Lesson Title: Can you come to my party?
Class Aims/Goals: Practice giving and receiving invitations
Length of Lesson: single
Steps & Activities:
Suggested Materials: pieces of paper (1 per student), photos and a
small prize.
Preparation Collect photos of parties (optional).
Pre-Activity: Free talking. Commence the lesson in a free talk on the
subject of parties. Aim at 5 to 10 minutes of free talk. If the students
need some help in talking then start with the following questions (it is
very effective to repeat the same questions on lower level students);
“Why would you have a party?”
“Did you have a birthday party this year?”
“Who has had the most recent party?”
“How many people were at your party?”
“What do you do at a party?”
Activity/Lesson
If you have put together a collection of photos, then show the photos and
ask “What are they doing?”. Talk about what kind of party is in the
photo, eg. Birthday, Christmas, Halloween, New Years Eve or St.
Patrick’s Day. Ask the students what is the difference between the
parties; this is totally dependent on your photo collection.
Next hand out a piece of paper to each student. Tell the students to
write each day of the week across the page. Ask them to choose
1. Which day you go to the gym
8
2. Which day you will have your party
3. Which day you must go to bed early and can not go out.
Instruct the students that they must talk to each other and invite them to
their party. Tell them the way to invite someone to a party is to ask
“Can you come to my party on Wednesday?”. Ask the students to
repeat. The response should be “Yes, I’d love to” or “Yes, of course!”.
Or if the party falls on a day filled in on the paper, the response is “Sorry,
on Wednesday I have to go to the gym.” Practise each negative option
with the students. This activity has a winner – the student with the
largest party. If you have a small prize then announce the prize and
make sure the rules are clear (eg. No reading other papers and no
changing your schedule). Tell the students to stand up and go. Allow
up to 15 minutes for this activity. This activity works best if the teachers
participate.
Tell the students to go back to their desks and to count how many
people are at their party.
Choose random students and invite them to your party. Then switch
roles and choose the students who will invite you to their party. To
progress the dialogue, ask “what kind of party it will be”, “do I need to
bring a plate?” or “is it fancy dress?”.
9
Lesson Plan
Instructors: Native English Teacher – Mark Hoffe

Korean English Teacher –An Sang-im
Student Level/Grade: Three

Lesson Title: Comparisons and Contrasts
Class Aims/Goals: To familiarize students with making comparisons and
contrasts.
Steps & Activities:
Find and print, or create, six large flashcards of things the students will
compare and contrast. I chose the following pairs: apple/banana,
ship/airplane and doctor/dentist. Notice the slight increase in difficulty
from the first to last pair.
Make a list of things that can be used to introduce the notion of
comparing and contrasting. I used circle/square and dog/cat.
Gather together scrap paper for students to write on, unless you are
using markers and team boards that you created.
Activity/Lesson
Begin with small talk about a topic of your choosing. (5 minutes)
Introduce the concepts (comparisons/contrasts) and the structures you
want the students to use. (5 minutes)
i. Draw a circle and a square on the board. Ask the students: How
are these two things the same? How are they different?
ii. On one side of the board, write the heading “Comparisons”; on
the other side of the board write the heading “Contrasts”. Begin
recording the students’ answers under the appropriate headings.
Give examples:
iii. 1) They are both shapes.
iv. 2) A circle is round, but a square has angles.
v. Repeat the above process with the cat/dog pair, reinforcing the
10
notion that the word both should be used for making
comparisons, while the conjunction but should be used for
making contrasts.
vi. When you think the students are comfortable with the process,
begin the main activity (30 minutes).
vii. Place each flashcard pair on the board, one at a time. Get teams
to list as many comparisons and contrasts as they can, giving
them five minutes to write. Ask the teams to present their ideas
and write them on the board.
viii. Continue with the next two sets of pairs
Get the students talking. Ask them how you and they are different and
similar, how they and their Korean teachers are different and similar.
This free-flow of conversation will reinforce the concepts of the lesson in
a natural way. (5 minutes)
I like to end with “See you later!”
11
Lesson Plan
Instructors: Native English Teacher – Rebecca Mace

Korean English Teacher – Ji Ho-Jin
Student Level/Grade: Middle School - 2nd /3rd Grade

Lesson Title: Description Category Activity
Class Aims/Goals: To practice describing nouns verbally and written
Length of Lesson: single - 45 minutes
Steps & Activities:
Students in groups of 4-6
Prepare 1 or 2 cards for each group. Each card has a category title:
Examples: “Things in a kitchen.” Under the titles list 6-8 nouns pertaining to
the title….i.e., refrigerator, bowl, spoon, oven, table, stove, etc. OR
“Things that begin with “R”, “Things to eat,” etc… The difficulty of the words
can be changed according to class levels.
Activity/Lesson
As warm-up, ask students to describe objects in the classroom, i.e.
computer, a teacher, a pencil case. Elicit answers and write structures on
board:
It (the computer) is square. It’s a little large. It looks like a box. People use it
for sending emails/studying lessons. It’s gray and black. It’s made of plastic
and metal. You can find this in every school and many houses. etc… (5
minutes)
Hand out 1-2 cards to each group. Explain that they need to make
descriptions for each item in their category (10 minutes). They can write
their descriptions down if they need to at this point. The teacher chooses a
card and describes the items within the 2 minute time limit as a
demonstration and explains the point system.
When they have finished writing their descriptions, one student from each
12
group will come to the front of the class and the teacher writes their
category on the board. The student then has 2 minutes to describe each
item to the rest of the class so that they can guess the item (no notes
allowed). Other students can call out guesses randomly. At the end of 2
minutes, the group gets 1 point for each item correctly guessed.
13
Lesson Plan
Instructors: Native English Teacher – Jeff Martin

Korean English Teacher – 이은미
Student Level/Grade: Middle School

Lesson Title: Where are you?
Class Aims/Goals: Ask questions. Answer questions. Teach students that they
can derive meaning from context and sentence patterns without knowing every
word beforehand. Pronunciation. Teach this lesson after teaching command
verbs and directions.
Length of Lesson:
A full class period. Can be spread over two periods if combined with elements
from other lessons.
Steps & Activities:
Print pictures of famous landmarks from around the world. Include at least
three that have their location in their name.
Write the name of the landmark on the paper if it is not included. Do not
write the location on the paper. Use the blackboard to teach the locations by
drawing maps and writing the locations. This forces the student to refer to
something instead of just reading the location off the paper. (This teaches
the student to think on the fly and to gather information from many sources
at once even if it is just reading off the blackboard instead of reading the
paper in front of them.)
A globe or map is helpful but not necessary. Print a local picture showing
something local and maybe a little silly, e.g. if your town is famous for red
peppers print a color picture of red peppers from a local website. Do not
write the location on the local picture but instead write the name of the
object, e.g. “Red Peppers”.
14
Location examples:
Sydney Opera House
The London Eye
The Seoul Tower (former Namsan Tower)
The Great Wall of China
The Washington Monument
The CN Tower
The Space Needle
Men standing around red peppers downloaded from a local web site. I label it
“Red Peppers”.
Print pictures of street signs. Include simple street signs and street signs with
directions and abbreviations for the type of street, e.g. RD, ST, CR, AVE, CT
and PKWY.
Activity/Lesson
Show a picture of a landmark with the location in the title, e.g. “The London
Eye” or “The Sydney Opera House”. Ask, “Where is the London Eye?” After
some bad guesses someone may say London. Ask the whole class and ask
individual students. If no one gives the correct answer tell a student the
answer and have the student answer as if he thought of it. Ask the students
some more. Continue with other places that have the location in the title.
Where is the “Great Wall of China?” Where is the Sydney Opera House?
Play telephone. (Telling the student what to say seems to work better than
writing the dialog on the board but some students will need you to write it.)
Start with the pictures that have the location in their name
Make a telephone with your hand and have the student do the same or use
the student’s cell phone.
Teacher: Hello?
Student: Hello.
Teacher: Where are you?
Student: I am lost.
Teacher to the class: He is lost
15
Teacher: What do you see?
(Show a picture to the student.)
Student: I see the Sydney Opera House.
Teacher: I know where you are. You are in Sydney. Go North to Daehwa.
Use the local picture last. For example:

Teacher: What do you see?
Student: I see red peppers.
Teacher: I know where you are. You are in Daehwa. (Show the class the
picture and get a laugh.)
Switch the roles with the student asking the teacher.

Have students ask each other.
Include other mini lessons like showing the difference between the state of
Washington and Washington D.C.
Change the ending of the dialog from “What do you see?” to “Can you see a
street sign?”
Teacher: Hello?
Student: Hello.
Teacher: Where are you?
Student: I am lost.
Teacher to the class: He is lost
Teacher: Can you see a street sign?
Student: Yes.
(Stop at this point for the first three students and explain “street sign” by
showing the class the picture, writing “street sign” on the board and having
them repeat “street sign”.)
Teacher: What does it say?

Student: It says …
(Stop here and explain street names to the students. Copy the street signs
on the board as examples for the whole class. Copy them as they are
printed on the street sign, e.g. “W 3rd AVE 300” and “N Placid Dr.” Write the
16
abbreviations on the board with their equivalent full word. Practice
pronunciation of words like court.)
Student: It says “North Oak Street and West Third Avenue”

Teacher: I know where you are. Go east three blocks and then go south two
blocks.
Go through the dialog with a few students. Switch roles with the student.
Have students do the dialog with each other.
Have students use both forms of the dialog. Switch roles.
If there is time, use command verbs and directions from the previous lesson
as directions, e.g. “Stand. Go North 5 steps. Turn left 90 degrees.”
17
Lesson Plan

Student Level/Grade: Elementary/Middle/High – lesson may be modified to

suit different age and ability
Lesson Title: M & Ms will make you talk!
Class Aims/Goals:
• Students will be able to answer simple questions in complete sentences
with correct structure
• Students are able to justify their answers
• Students are able to speak in front of a group in a clear and concise
manner
Length of Lesson: single/multi: Single lesson. Length of lesson will vary
depending on class numbers and number of questions each student is given.
Steps & Activities:
Materials –
• M & Ms or any other coloured candy
Preparation -
• A set of questions on an overhead, PowerPoint or can be written on the
board. There needs to be one question for each coloured candy i.e. if
there are 6 colours in the bag, prepare 6 questions.
Pre-Activity –
• This may depend on what questions you have set for the students to
answer. May want to go through some vocabulary related to the
questions or sentence structure. It is possible to have the sentence
structure you’re wanting from each type of question written up as a
reference for students especially for those with a lower ability. Pre-
activity should be leveled to meet the needs of the students participating
in this activity.
18
Activity/Lesson
• Each student is asked to select 3 M&Ms of any colour (the number of
candy each student is allowed to choose will depend on the number of
students you have in each class). The only instruction other than
picking the candy is that they are not allowed to eat it yet. Any student
who eats the candy will be given a consequence (this can be anything
from having to answer more questions or some physical activity)
• Once each student has chosen their candy, a slide is shown with the
following (these are only example questions)
Red – Say something about your family or a member of your

family
Blue – Say something about a friend
Yellow – What did you do on the weekend?
Green – What do you like best about being Middle/High School
and why?
Brown – Where would you like to visit and why?
Orange – A word that has 6 letters
• A student is asked to choose one colour to start the activity off. Any
student with that colour candy must stand and answer the question. If
the student has more than one of the same colour they must answer the
question again, equal to the amount of candy they have chosen. Once
the student has answered the question successfully, they are allowed to
eat the candy
• Review sentence structure again. It is likely that even with the pre-
activity students will make similar mistakes again and again when
answering their questions.
19
Lesson Plan
Instructors: Native English Teacher – Ken Colquhoun

Student Level/Grade: Middle School, Grades: 1,2 or 3

Lesson Title: Gestures
Class Aims/Goals: To teach about gestures in different cultures, as well as
comprehension of material through actions, and demonstrations.
Length of Lesson: single 45min
Steps & Activities:
Become familiar with the gestures discussed on the handout (*refer to the
Handout section)
Have the students trace their hand on the back of the handout in order to
become familiar with the English word for our fingers.
Activity/Lesson
Introduce gestures as body language or actions that we use to
communicate.
Introduce the two words at the top of the page (polite and impolite)
Select a student to read each explanation. After they read the explanation,
have them try to show you the gesture. If they can’t do it guide them
through the explanation, then ask them if they can guess the meaning.
Have them write the corresponding letter of the meaning in the space
located beside the explanation.
Go through the explanations of the gestures and have the students decide if
they are polite or impolite, and write the number of the gestures in the
spaces beside “polite or “impolite”, depending on the nature of the gesture.
20
Lesson Plan
Instructors: Native English Teacher – Evan Carr

Korean English Teacher – Mrs. Han
Student Level/Grade: 2nd and 3rd Grade Middle School

Lesson Title: Create a New Country
Class Aims/Goals: Get the students to speak English and use their
imaginations
Steps & Activities:
Create a handout with various questions about their imaginary country such
as: What is your country called? What languages do your people speak?
Where is your country located? What kind of government does your country
have? What is your population? What are your people like? Do you have
natural disasters? What do your people live in? What products does your
country make? Etc.
Activity/Lesson
Split the students into small groups. Give each group a handout with
questions about their country (not included). Have the students create a
new country based on the questions. They will need about 15-20 minutes to
do this. While they are deciding on their answers, draw a large map of the
world on the board, so you can place their countries. Using one question at
a time, ask each group about their answers. Write down their answers on
the board in a chart form to compare them. Once they are finished giving
you all of their answers, ask the other groups to decide the fate of each
country.
I used this for my 2nd and 3rd grade middle school boys. The students have
an opportunity to use their imaginations to create a new country. Every class
that did this activity had a lot of fun.
21
Lesson Plan
Instructors: Native English Teacher – Robert Meyerson

Korean English Teacher – Young Sun Lee
Student Level/Grade: Grade eight or nine intermediate English

Lesson Title: Mastering English through Jokes
Materials: Blackboard, chalk, and 35 copies of the attached script for the joke
“Hiking at Night” (*refer to Handout section)
Class Aims/Goals: By the end of this lesson, students will be able to:
1) Learn and re-tell a joke in English
2) Cooperate with another student while role playing
3) Use acting techniques to enhance the effect of a joke
Length of Lesson: single lesson which may be reviewed for five-ten minutes
during the next class.
Steps & Activities:
Students will respond to four or five questions to stimulate prior learning
(what life has already taught them about hiking). Mr. Meyerson will tell the
students that he will tell them a joke, and that they will then have eight-ten
minutes to practice reading and acting out the joke with their partner.
Followiing that, they will have to re-tell the joke. They may read the script,
but they must try to use the same gestures and voice modification as Mr.
Meyerson.
Activity/Lesson
Mr. Meyerson will draw a picture on the blackboard of two hikers near a
steep cliff. Then, using gestures and voice modification, he will tell the joke
“Hiking at Night.” Mrs. Lee will make sure students fully understood the
joke. She will also make sure they realized how gestures and voice
modification increased their enjoyment of the joke.
Students will then be given a handout with the script of the joke as told by
Mr. Meryerson that they will practice with their partners. Mr. Meyerson and
22
Mrs. Lee will walk around the room to make sure students are on task and
to answer students’ questions.
Three or four pairs of student volunteers will tell the joke. Person A will
stand in the front of the class, while person B will stand (far away) in the
back of the class. Teachers will lead the applause after each pair has told
the joke.
Mr. Meyerson will call on three students separately and ask them to choose
someone else in the class to ask one question. The first person will ask:
“What happenrd to the woman in the joke?” The second person will ask
someone else” “What was the first thing that the man shouted down to the
woman?” The third person will choose another student and ask: “Why
couldn’t the woman climb back up?”
23
Lesson Plan
Instructors: Native English Teacher – Evan Carr

Korean English Teacher – Mrs. Han
Student Level/Grade: Middle School 3rd Grade

Lesson Title: Marriage
Class Aims/Goals: To facilitate discussion about Marriage and to get the
students to logically explain preferences
Steps & Activities:
Make copies of a handout with questions pertaining to marriage on it (not
provided). The questions I used were: 1. Is it okay to marry a woman who is
older than you? 2. It is okay to marry a foreigner? 3. Is it okay to marry a
man? Is it okay to marry a crazy woman? 4. Is it okay to marry a woman
who is smarter than you? 5. Is it okay to marry a woman who is richer than
you? 6. Is it okay to marry a woman who is richer than you? 7. Is it okay to
marry a woman who is taller than you? If your parents don’t like your
girlfriend, should you marry her? What characteristics should a wife have?
Is it okay for a husband to cook food? Should your wife have a job? Etc.
Activity/Lesson
Split the students into several groups. Give each group a questionnaire
sheet. Have them discuss their answers with one another and write them
down, making sure that they include the reason for their answers. The
students will need about 15-20 minutes to consider the questions and come
up with answers.
This is a discuss style session that I used with my 3rd grade middle school
boys. One of their favorite discussion subjects is girls. Therefore I based this
lesson on having them discuss and explain their preferences for future
spouses. This lesson not only allows them to speak English but also makes
24
them think logically about their answers. Make sure to facilitate in depth
discussion by asking follow up questions to each of their answers.
25
Lesson Plan
Instructors: Native English Teacher – Mike Rowe

Korean English Teacher – Yun Yeong-Mi
Student Level/Grade: 1st to 3rd Grade Middle School

Lesson Title: Movies
Class Aims/Goals: Encourage free talking about movies, both korean and
hollywood
Length of Lesson: single/multi : single lesson
Steps & Activities:
Not much is required in advance for this lesson. Only materials required are
blackboard/whiteboard and chalk/marker.
I pre-prepared a list of movie genre’s just in case the students don’t think of
many as you go through them. They are listed below :
Action, Comedy, Fantasy, Musical, Thriller, Adventure, Crime, Mystery,
War, Animation, Documentary, Horror, Romance, Western, Drama, Sci-Fi
This is by no means an exhaustive list, but just a starting point.
Activity/Lesson
Start off by asking a few students what their favourite films are. Then ask
what type of film it is. These genre/type should be written on the board.
Once a few genre’s are up on the board, brainstorm as a class to improve

the list.
Then each student is asked to provide an example Hollywood movie and

decide what genres it would fit into. A single movie could be multiple genres.
Once every genre has an example movie attached move onto Korean films.
26
A student is asked for their favourite Korean film, asked to fit it into a genre
and then briefly summarize it. This is also a good way to get a list of Korean
movies to watch yourself.
If time permits, also ask where is the movie based, when is the movie set,
which actors are in the movie etc.
Post Activity / Review
Have a short list of your own favourite movies and ask the students to
decide what genres these movies belong to, and explain why.
27
Lesson Plan
Instructors: Native English Teacher – Christopher Linton

Korean English Teacher – Won Tae-sik
Student Level/Grade: Middle School, level 2,3 (beginner-intermediate)

Lesson Title: Paparazzi!
Class Aims/Goals: Correct use of past continuous and full sentence practice
Length of Lesson: 45 minutes or longer
Steps & Activities:
Depending on your resources, laminated digital photos or digital photos
projected on a large screen (preferred) of your partner teacher (or a student)
doing various activities; times of the day on large flash cards.
Students should be aware of the grammar before hand and a short review of
the present continuous form can be covered with a simple mime game,
“What am I doing?” From here you have opportunity to move into the past
continuous by asking the partner teacher, “What were you doing last night?”
Partner teacher can offer some brief explanation of the grammatical
changes but this activity (as most of our activities) is meant to be a follow up
of work covered.
Activity/Lesson
One teacher asks the other “What were you doing at 5 o’clock?” The
teacher answers, “I was studying English.”
The first teacher says, “Well, I don’t think so,” and shows a picture of the
teacher sleeping at his desk. Students. laugh. One student is chosen to
give the correct sentence, “He was sleeping at 5 o’clock.” The teacher
looks ashamed because he’s a liar!
This continues for as many pictures as the teacher desires and until the
students are answering correctly and completely.
The pictures can be as humorous as is appropriate. It is also cool if the
second teacher counters with, “Well what were you doing last night at 5
28
o’clock?” and catches that teacher in a lie.
Once all the pictures have been exhausted the teacher can change the
focus wholly to the students. The teacher goes around and asks a couple
students, “What were you doing at 8 o’clock?”
Then, to give the activity wholly to the students, the teacher will have times
clearly written on large cards (something to be used in various activities) and
one student asks another.
Some students will take this opportunity to have fun and refute the
answering student’s claim. This should be encouraged as utilizing English
to competently call other people liars is where students begin to possess the
language.
29
Lesson Plan
Instructors: Native English Teacher – Kimberly Goodyear

Korean English Teacher – Mrs. Park
Student Level/Grade: Middle School- Level One

Lesson Title: Consequences Role Play
Class Aims/Goals: To familiarize students with interacting in a social
environment.
Length of Lesson: single/multi Single
Steps & Activities:
a) Piece of paper for each student (I cut an A4 piece of paper into
quarters)
b) Chalkboard or whiteboard
c) Chalk or Markers (two different colors)
d) Review the difference between first name and family name.
e) Brainstorm a list of fruits and vegetables and write them on the board.
f) Taxi driver conversation questions (*refer to Handout section)
Activity/Lesson
a) Give each student a piece of paper.
b) Have the students write down the following information. I first say
each item orally to practice listening skills and then write them on the
board.
i. The first name of their favorite movie star or singer – male or

female but of the opposite gender to themselves
ii. Their favorite fruit
iii. A number between 1 and 9
iv. The names of vegetables – the same number of vegetables as
the number given above
v. A job they don’t like
vi. Their dream job
30
vii. A description of their dream house e.g. by the sea, in the
mountains – using adjectives to describe this place
viii. Finally, they describe what country they would really like to visit.
Now they are required to change character to the person they have
described on the piece of paper. I tell them that today they are not middle
school students, they are somebody else and what they wrote on their
paper will tell them who they are. Here are what the points above mean:
1. This is their husbands or wife’s name

2. This is their family name
3. This indicates the number of children they have
4. This indicates the children’s names
5. This is their job
6. This is their husband or wife’s job
7. This describes their house
8. This tells us what country they are from.
I write the meanings in a different color on the board next to the original list.
Students then engage in a role-play. They are in a taxi and having a

conversation with the taxi driver. The taxi driver will ask the passenger
questions about their life. I give the taxi driver a list of conversation
questions to ask their passenger. The students sit in chairs, one in front of
the other, to simulate sitting in a car.
After the role-play, students have the opportunity to walk around the room
introducing themselves to one another.
31
Lesson Plan
Instructors: Native English Teacher – Laurie Malcolmson

Korean English Teacher – Various.
Student Level/Grade: All grades even teachers they love this.

Lesson Title: Oh for junk mail
Class Aims/Goals: talk about supermarkets general conversation.
Length of Lesson: single/multi 45 minutes by several times.
Steps & Activities:
Materials,,,,Junk mail flyers that are stuck on your doors. Especially ones from
E Mart or Home Plus. These are the main supermarkets in my area.
Activity/Lesson
I hand out flyers to students who are in fours. I use this as general conversation
but incorporate things such as comparatives, superlatives,
How much are things, where do you find something in a supermarket. What is
“this “in English. Do you think it is cheap or expensive?
I get students to convert the prices of some things into my country’s currency,
show them what to do, maybe get them to convert into another country’s
currency and see which country is cheaper.
Also if both supermarkets have the same thing on special, compare prices and
see which supermarket is cheaper and which one is more expensive.
The teachers I have done this with love putting items into places in a
supermarket, such as cheese is in the chiller ,milk is in the chiller, ice cream is
in the freezer. Bread is in the bakery etc. I find that many of these words are
new to them.
There are many more things you can do with these flyers such as shapes,
colours, sizes, and usually there are items of clothing, furniture, and electrical
appliances on these flyers as well. So the scope for conversation from the
endless source of material is almost endless.
32
While this isn’t a normal lesson plan as such, it is a source of ideas that I often
use when I can fit it in with my text book lessons. As I said, if you can bring
some or get some from your own country, then even better.
33
Lesson Plan
Instructors: Native English Teacher – Russell S. Josey–

Lesson Title: Food, Containers and Money
Class Aims/Goals: Students learn some nomenclature of food containers
As well students do a role play of buying food
Length of Lesson: 45 minutes
Steps & Activities:
Full containers or empty containers for foods.
You may want to use printed phrases or simply write the phrases on the
board. “A _____ of ________”. Example: A loaf of bread/A tub of ice
cream/etc.
Handouts for the role play of store customer and clerk. This handout also
includes a few dollar values that are sometimes mispronounced such as
$12.55; Twelve dollars and fifty five cents.
Activity/Lesson
a All foods and containers are listed on the board,
b The students are then solicited to repeat these foods and their
containers.
c You can show the conversion from won to dollars.
\1,000 = 100 cents = $1
Example: A carton of milk 1,250won = $1.25
The students are quick to help with pricing the items and the conversion to $.
The addition of more than one item is usually eliminated by singling out one
amount to use for any and all purchases. Let’s say $7.55 or $12.55.
d Then I lead the role play, as I take the part of the clerk and randomly
choose a customer. The tag sequence is continued between the students.
B becomes A and so on…
34
The students and the teacher now practice the role play sentences on the
handout. We use two or three set items. Also I play customer and ask
the class as a whole to play clerk.
35
Lesson Plan
Instructors: Native English Teacher – Andrew Regan

Korean English Teacher – Kim Ji Yeon
Student Level/Grade: Middle school 2nd – 3rd grade

Lesson Title: Similes
Class Aims/Goals:
This lesson was designed to teach students about similes. Sometimes the
best way to describe something in English is to compare it with something else
that is very similar. This lesson’s title sounds a little boring but from my
experience, once the students realize that they are free to let their imaginations
wander, they come up with some pretty interesting comparisons.
Length of Lesson:
I conducted this lesson in one class period but it could easily be expanded
depending on how much detail the instructor chooses to apply.
Steps & Activities:
-Print the worksheets “simile worksheet” and “simile conversation”
-Photocopy the worksheets for the students (*refer to Handout section)
Activity/Lesson
PART 1
1. It is nice to begin the lesson by having your co-teacher help you explain
to the students exactly what a simile is. There is a good definition and
example at the top of the simile worksheet.
2. Next, go over the grammar related to forming similes
Pattern 1:
like verb + like + noun
Example: She swims like a fish.
Pattern 2:
as as + adjective + as + noun
36
Example: He is as tall as a giant.
For grammar explanation portion of the lesson, it is essential that the

Korean co-teacher play an active role in making sure the students
understand.
1. Next hand out the “simile worksheet” entitled Similes and go over all the
examples thoroughly.
2. Give the students about 10 minutes to complete the worksheet by
making similes of their own. During this time, circulate throughout the
room. Encourage students to use their imaginations and help students
in need of assistance.
3. When the most of the students have had enough time to complete the
worksheet, go over the worksheet asking students to volunteer their
answers.
PART 2
1. Now, hand out the ”simile conversation” worksheet entitled Can You
Describe It? Go over the simple A->B->A conversation at the top and
do your best to make sure the students understand what is being said.
2. Pair the students up and give them 5-10 minutes to practice the
conversation from the worksheet. Once again circulate throughout the
room offering assistance and suggestions.
3. Finally, select some of the students to stand up and demonstrate their
short A-B-A conversations for the class.
37
Lesson Plan
Instructors: Native English Teacher –Ms. Staton

Korean English Teacher –Ms Seonji
Student Level/Grade: Middle School/High School

Lesson Title: A Soldier’s Lie
Class Aims/Goals: To stimulate spontaneous speech and class discussion
Length of Lesson: 45-50 minutes
Steps & Activities:
Pre-Activity/Preparation/Materials: Copy of the story ,”A Soldier’s Lie”

(*refer to Handout section)
Activity/Lesson
Pass out the story to each student
The teacher will read the story aloud asking the students not to look at it or
ask the students to read to read the story to themselves silently and as
quickly as possible
The teacher may ask the students to answer the vocabulary questions as
soon as they are done reading the story.
Students should use the text in order to guess the meaning of each
vocabulary item.
The teacher may ask several students to answer the same question for
different possible answers
The teacher may ask the students to pair up and tell each other the story in
their own words and he himself may act as the co-communicator. He/she
can also ask one student to tell the whole story to the class in his/her own
words.
The teacher may act as a model and pronounce the words and ask the
students to repeat the words several times.
The teacher may use each word in a full sentence and ask the students to
repeat for contextual effects.
38
Lesson Plan
Instructors: Native English Teacher – Susie Rowe

Korean English Teacher – Sohn Suk Heui
Student Level/Grade: Beginner to Intermediate / Middle School 1st to 3rd Grade

Lesson Title: Telephone Conversations
Class Aims/Goals: Practice telephone English
Steps & Activities:
Suggested Materials: a C.D. or tape or PowerPoint presentation, the
handout and two toy phones.
Preparation Create a PowerPoint slideshow to play the audio, perhaps
with pictures to give a hint as to the topic of the conversation. If you
can’t use PowerPoint (or similar) then I recommend taping the
conversations with another native English teacher.
Pre-Activity: Free talking. Commence the lesson in a free talk on the
subject of phone calls. Aim at 5 to 10 minutes of free talk. If the
students need some help in talking then start with the following questions
(it is very effective to repeat the same questions on lower level students);
“Who has a mobile phone?”
“Who was the last person you called?”
“Do you send text messages (s.m.s.)?”
“Do your friends call you?”
Activity/Lesson
For lower level students, hand out the dialogue sheet. For more
advanced students do not hand out the sheet until after all of the
dialogues have been listened to. Start the PowerPoint or play your
tape/CD. Play the first dialogue. Ask the question “What happened in
that conversation?” It may be necessary to replay the dialogue once or
twice. Repeat for the remaining three dialogues. Explain any new
vocabulary and why it is not always necessary to say Goodbye (e.g.
39
when you receive a wrong number phone call).
The topic for each conversation is
1. Calling in sick to school
2. Wrong number
3. I’ll call back later
4. Inviting someone out on a date
Read through each dialogue with your co-teacher, taking a part each
and ask your students to repeat.
Put your students in pairs, ask them to choose one conversation and
change it, for example they could put their own names in or change the
phone number. Give the students 5 to 10 minutes to complete this
activity. Both teachers should circulate in the classroom making sure
the students are on the right track. When the time is up, choose
different student pairs to read their dialogue to the class. Give the
students the toy phones, so that they are on the phone while they are
reading their dialogue. The toy phones are a good distraction from the
idea that they must speak in English in front of the whole class and
seem to help the more shy students.
Refer the students to Dialogue 5 on the worksheet. To reinforce the
conversation pattern, ask the students to develop their own dialogue
using the suggestions under Dialogue 5.
The suggestions are; call a store to find out what time they open, call to
make an appointment at the doctor’s, call to find out what movies are
showing or call to make a reservation for dinner.
40
Lesson Plan
Instructors: Native English Teacher – Daniel Garcia

Student Level/Grade: Middle School 1, 2 and 3

Lesson Title: Chatting on the Telephone
Class Aims/Goals: Learn basic speech on the telephone
Steps & Activities:
Pre – Activity: broken telephone game: Divide the class in two groups,
and have each groups stand in a circle. Choose 1 individual from each
group and give them a simple sentence to pass on to their group. (ie.
Crazy monkeys eat bananas). The message must be passed on by
whispering in succession. One person tells another until the sentence has
gone around the circle. If they are not cheating, the sentence WILL be
different than when it first began.
Activity/Lesson
Teach them about how English people speak on the phone: simple
dialogue.
A: Hello, this is Jim speaking.
B. Hey Jim, this is Fred. What are you up to?
A: Nothing much, what’s up?
B: I wanted to know if you’d like to go to a movie tonight.
A: Sure, what time?
B: How about 6pm?
A: Sounds good. I’ll see you then.
B: Okay, later.
A: Peace.
41
Ask for volunteers to act out the dialogue and make sure to spend time
teaching them what everything means in the dialogue. (ie. “peace”)
Have the class get into groups of 2 and sit back to back in their chairs.
They can not look at each other. But they will practice the telephone
dialogue while seated in this arrangement. (for listening and speech skills)
Called the wrong number?
A: Hello. Is Jerry there?

B: I think you have the wrong number
A: I’m sorry.
*hang up.
If you KNOW you called the wrong number then:

A: I think I called the wrong number
B: Okay
- Slang word of the day: Easy (take it easy)

- Korean word of the day: The class chooses a Korean word to teach you, but
must explain it in English.
Homework: Call your friend and speak in English before the week is over.
42
Lesson Plan
Instructors: Native English Teacher – Russell S. Josey–

Lesson Title: Jobs/Occupations
Class Aims/Goals: Job titles, word association and make use of
who/what/where questions.
Length of Lesson: 45 minutes
Steps & Activities:
Job flash cards
You may want to use printed sentences for easy visibility.
As well you can use the same method to show the actual job titles.
Or, you may just wish to write the sentences on the board as you go.
1. Who is he? He is a/an _____________.
2. What does a/an ________ do? He/She ____________________.
3. Where does a/an ______________ work? He/She works in a/an _______.
Activity/Lesson
Flash cards are shown to the class.
Each flash card is shown to the class.
Who, What and Where are all noted on the board.
Then from the beginning the flash cards are shown, and the sentences are
repeated by the students. Examples:
A dentist does dentistry at a dental clinic.
A tailor does tailoring at a tailor shop.
The students are broken into possibly 5 groups. Each group receives
possibly 2 cards for which they practice the sentences needed to do a role
play. A member from each group of students stands and asks the rest of the
class: Who is he/she? / What are my duties or What is my job? / Where do
I work?
43
Vocabulary
44
Lesson Plan
Instructors: Native English Teacher – Ken Colquhoun

Student Level/Grade: Middle School, Grades: 1,2 or 3

Lesson Title: Comparing Countries
Class Aims/Goals: Teach about the differences between Canada and Korea,
as well as new vocabulary and creativity.
Length of Lesson: single 45min lesson
Steps & Activities:
Chose two countries to compare
Research about the two countries so that you can provide accurate
information about them when giving examples
Distribute handout (*refer to the Handout section)
Activity/Lesson
Have students make two columns on the back of the handout so they can
record the information given as examples.
Ask students if they know the meaning of the vocabulary words on the top of
the handout, provide examples and ask specific questions about the two
countries (eg. What is the population of Korea?)
This activity may require some translation of the vocabulary words.
On the front of the handout, have the students create their own island.
They must decide about the different characteristics of their island related to
the vocabulary word exemplified at the beginning of the lesson. Have the
students design a flag for their island as well as a picture that illustrates the
characteristics they have chosen for their island.
For review the students should present about their island to the class.
45
Lesson Plan
Instructors: Native English Teacher – Sunny Suh

Korean English Teacher – Jin Ja Kim
Student Level/Grade: Middle School, 1st grade

Lesson Title: Dates and Days
Class Aims/Goals: to know the months of the Year
to be able to say dates and days
to know important Korean dates and holidays
Length of Lesson: one class session
Steps & Activities:
Prepare 2007 calendar
Ask students “What’s today’s date?”
Activity/Lesson
Explain difference between dates and days.
Learn or review months
How to say dates, for example: “January first, two thousand seven, Monday.
Learn or review “first, second, third…….twentieth, twenty-first….
Ask “when is your birthday?”
Have the entire respond with “ her/his birthday is ____.”
Know famous dates: Jan. first- New year’s day, Feb. 14th –Valentine’s day,
Feb.18th –lunar new year(explain what lunar means) Apr. fool’s day, May
5th – children’s day, May 8th-parents’ day, May 15th –teacher’s day, June 25th
–Korean War Memorial day, July 17th –Constitution Day, Aug.15th –Korean
Independence Day, Sept.25th –Korean Thanksgiving Day in 2007, Dec. 25th
–Christmas.
Explain terms: constitution, independence, and memorial.
Post-Activity/Review: Bingo Game – Write in months and few easy

famous dates like New Year’s Day, Christmas, Children’s Day, April fool’s
day
46
- Question for bingo game:
- When is New Year’s Day?
- When is Valentine’s Day?
- When is April fool’s day?
- When is Children’s day?
- When is Parent’s day?
- When is Teacher’s day?
- When is Korean War Memorial day?
- When is Constitutional day?
- When is Korean Independence day?
- When is American Independence day?
- When is Foundation day?
- When is Korean Thanksgiving day in 2007?
- When is Halloween day?
- When is Lunar New Year’s day in 2007?
- When is Christmas?
- When is your Birthday?
- When is my Birthday?
- When is your school’s birthday?
47
Lesson Plan
Instructors: Native English Teacher – Jeff Mah

Korean English Teacher – Kim Il Hee
Student Level/Grade: Intermediate, middle school 3rd grade

Lesson Title: Word Scramble
Class Aims/Goals: To teach the students general vocabulary from different
topic categories. Also, to help the students with pronunciation of words.
Length of Lesson: 40 min.
Steps & Activities:
1. Pre-Activity/Preparation/ 2. Activity/Lesson 3. Post-Activity/Review

Materials
-greeting -each group will unscramble -review the words
-make 6 groups of 6 students words
-hand out paper -write out answers
-make 6 groups of 6 students.

-let each group choose a group name.
-hand out paper (*refer to the Handout section)
Activity/Lesson
-each group will unscramble words

-write out answers
-write out the answers to the scrambled words on the
blackboard.
48
-Review the words

-have the whole class repeat each word as you
point to it on the blackboard.
-go over the meanings of words that the students have
difficulty understanding.
-Award Prize
-award a prize to the group who unsrambled the most
words.
49
Writing
50
Lesson Plan
Instructors: Native English Teacher – Adam Skory

Korean English Teacher – Heo Pil-Gu and Jo Chang-Ju
Student Level/Grade: Second and Third grade middle school and first grade
high school
Lesson Title: Story telling from pictures
Class Aims/Goals: To review past tense and to learn ways of combining
sentences sequentially.
Length of Lesson: multi (This took me at least two class periods with most
classes.)
Steps & Activities:
First find a large enough number of photographs so that each group can have at
least 5 different pictures. Around 25-30 pictures should be good. Find pictures
that are amusing and active. I tried to use only funny pictures of myself.
Whatever pictures you use, remember that you will have to listen to every story
the students write - keep them interesting! If you have the facilities, prepare a
slide show of the pictures. Print, photocopy, and cut the individual pictures to
distribute to the goups.
I prepared a PowerPoint presentation (Story.ppt on http://epikforum.org), while,
as should always be the case, chalk would suffice. To accompany the
PowerPoint, prepare an easy hand out with some questions and fill-in-the-
blanks to make sure students follow the presentation and to provide a reference
for after the presentation.
Activity/Lesson
I. Lesson 1
The students should certainly have studied past tense, but many will not
remember! Before presenting/reviewing basic past tense formation, with your
co-teacher's help teach them the terms 'word', 'verb', 'tense', 'past', 'present',
and 'future'. Do some comprehension tests by saying various times (e.g. "last
week," "next month," "this morning," "this evening," "the year 2009") and ask
51
which tense is required. Next review irregular verbs, making sure the students
are following on the hand-out.
After teaching past tense, with your coteacher's help discuss the use of
conjunctions to combine sentences sequentially. Recommended conjunctions to
teach are 'and', 'and then', 'so', 'next, 'because', etc...
If you have a projector and digital pictures, take some time to give a slide show
of the pictures and call on students to brainstorm ideas for each picture's
content. Challenge the more advanced students to produce conjoined past
tense sentences about the pictures.
II. Lesson 2
Review briefly last lesson's material, using the PowerPoint if available. Next
make the students into groups of about four. Allow each group to choose up to 8
pictures, but at least 6 pictures. Have each group arrange the pictures into a
sequence, and then write a story based on that sequence. Depending on the
level of the students, mandate at least one conjoined sentence per picture (e.g.
"A and then B.") or more. Let them work together, make sure they ask for help,
and encourage them to write in Korean and translate to English if they prefer.
Give them about 15-20 minutes.
After every group is finished, decide an order for the groups to read their stories.
Shuffle each group's pictures and give those pictures to the next group. While
each group reads its story, the next group must arrange the pictures in the
correct order.
In my classes with students who are mature enough to not resent your decision,
I like to choose my favorite story (based usually on group cooperation and
effort) and reward that group with candies or other small prizes.
Review the material from this lesson in future lessons, especially the grammar
terms (it is very desirable for the students to understand these terms in English
and I have yet to encounter one Korean teacher who has taught them!) and
after this lesson tolerate less use of present tense when past tense should be
used.
52
Lesson Plan
Instructors: Native English Teacher – Peter Lamp

Korean English Teacher –Chanam Kim
Student Level/Grade: middle school, grade 1

Lesson Title: A New Ending
Class Aims/Goals: reinforce writing ability, students creatively express
themselves in a foreign language
Steps & Activities:
Bring in a short story, and have the students read it
Ask questions about the story
Ask opinions about the story
Activity/Lesson
Explain beginning, middle, and end
Tell the students that they are going to write an alternative ending to the
story
Allow time for the alternative endings to be written
Have the students read their alternative endings
53
Lesson Plan
Instructors: Native English Teacher – Andrew Howarth

Student Level/Grade: Middle School Second Grade

Lesson Title: Story Sequence
Class Aims/Goals: Narrative Development / Picture Association
Length of Lesson: Single
Steps & Activities:

Prepare some storyboards. Either, make your own, or I’m sure some can be
found on the Internet. Each story should be four or five frames long. The
pictures can be simple or complex; this depends on the ability of your
students. Examples: a birthday party, sports event, holiday etc.
Activity/Lesson
Firstly, show the students exactly what is required of them by performing an
example story. Show them the four or five different relevant pictures, whilst
reading out your story. You can also make an example handout.
Then, divide the class into groups of four or five and distribute your pre-
prepared storyboards. They must put them in sequence and write a story
about the depicted events. Encourage the students to write equal amounts
for each part of the story. Write pointers on the board, such as: location,
names, age etc.
Give the students fifteen minutes or so, to write the stories. Then, get each
group to come to the front of the class and read their stories.
If, you have more time and you think it will encourage your students, you
can get them to draw their own storyboards.
54
Lesson Plan

Student Level/Grade: All Levels

Lesson Title: Sequence (Giving Directions)
Class Aims/Goals: The students will write a coherent informational report
describing the sequential steps of how to do or make something.
Steps & Activities:
Before beginning writing, do a warm-up activity to get the students thinking
about giving good directions. Give the students directions on making a
person from shapes. The directions should be unclear and should not state
that it should be a person. (For example: Draw a square one inch from the
top of the paper. Draw a hexagon under the square. Draw two small
hexagons inside the square. Draw two rectangles under the hexagon. Etc.
After the students have finished drawing their "person", show the students
what the picture should look like. Most of the students will be surprised.) You
can use any kind of directions to demonstrate this.
Discuss why giving specific and clear directions are very important.
Introduce, vocabulary words: First, Next, Then, After That, Finally. (10
minutes)
Activity/Lesson
The teacher explains to the student that they will choose a topic, and then
list the events of their topic in the order they happen, using the vocabulary
given above. Suggested topics: How to make a snowman, how to make a
pizza, A typical Sunday, Waking up in the morning…
(10-15 minutes)
The teacher will take a few minutes to check over students work. The order
55
of actions is important because it helps us to organize the events that
happen in a story or task. By understanding the connection and order of
events we better understand the task or story.
Music can also be used to teach concepts and is especially good for many
students with students who have difficulty with spoken language often seem
to learn more easily through music.
Independent/Group Practice
Four different activities will be available for students to practice

sequencing events from the story. Working with a partner or small group
will be encouraged so that the students can think out loud and learn from
each other while stressing the use of speech through the English
language.
Activity 1: Students will cut out the four main events from the story and
glue them in the correct order. They are asked to write a sentence for
each picture.
Activity 2: Students will cut sentences and put them in the correct order
and draw a picture.
Activity 3: Higher functioning students will have a blank organizer and be

asked to draw the picture and write the sentences for picture.
When the students are finished they will be asked to read their sentences
to a peer for reciprocal teaching. Then several students will be asked to
read their sentences or show their pictures to the class.
56
Lesson Plan
Instructors: Native English Teacher – Robert Meyerson

Korean English Teacher –Young Sun Lee
Student Level/Grade: Grade eight and nine intermediate English

Lesson Title: Using Student Art to Stimulate Creativity and Converstation
Materials: Blackboard and chalk, 37 copies of the (included) below article
published in the Yangyang Boys’ Middle School newspaper that will serve as
directions/and examples for the assignment. About forty various colored pens
and forty various colored pencils or crayons. Eighty sheets of A4 paper for the
rough and final drafts. Later, a laminating machine will be needed to laminate
the students’ masterpieces.
Class Aims/Goals: By the end of this lesson students will be able to:
1) Correctly Use 8 of the 9 parts of speech in English
2) Express themselves both in writing and speaking
3) Appreciate their need for a dictionary and thesaurus.
Length of Lesson: Will require two classes if it is a large class.
Steps & Activities:
Pre-Activity/Preparation/Materials Following the greeting by Mrs. Lee

and Mr. Meyerson, Mrs. Lee will briefly explain the lesson by using other
students’ completed poems to motivate the students. She will also need to
use some Korean to remind students that they have already learned the
corresponding eight parts of speech in Hangul.
Activity/Lesson
Students will brainstorm to decide what their favorite thing is. Then they will
be asked to follow instructions and complete the rough draft. After
completing a rough draft that is checked and corrected by one of their
teachers, the students will write, draw and color their final copy.
Several students who have completed the assignment correctly will be
asked to read and show their poems to the rest of the class. Other
57
students can comment on each artist’s choice of topic and colors. During a
future class, a game can easily be created to check students’ understanding
of the parts of speech in various lines of each poem. The best poems can
be published in a school publication or on a hallway wall, along with an
explanation of what the artwork represents.
The aforementioned article from the December 2006 Yangyang Boys’

Middle School newspaper
Can You Write Poetry in English?

by Robert Meyerson
Yes, you can! This collection of poetry art was created by ninth graders
during two class periods. The poems are “parts of speech poems,”
which means that each line represents specific parts of speech in a set
order as required by their teacher. This type of poetry is more than just
a fun way for students to express themselves in English.
Additionally, it helps students learn and remember the nine different

parts of speech in English grammar. The students were asked to follow
the below outline for their poem, which--for this assignment--does not
include a pronoun.
Line 1 is a noun
Line 2 is one or more interjections
Line 3 is three adjectives
Line 4 is two verbs joined by a conjunction
Line 5 is one or two adverbs
Line 6 is one preposition
Line 7 is an article plus an adjective and noun
The first noun is the title, and represents one of the author’s favorite
things. Can you name the other parts of speech in each line of these
poems? Do you agree with the unique thought that each poem
expresses? Why not follow these students’ example and write your own
poem? You can do it!
58
Grammar
59
Lesson Plan
Instructors: Native English Teacher – Richard Nicholas

Level/Grade: Middle School: Grades 1-3
Lesson Title: Weekend Plans
Class Aims/Goals: Introduce common verb and object collocations.
Introduce functional exponents e.g. I have to…
Length of Lesson: Single (45 Minutes)
Materials: Lesson Handout (1 per student) (*refer to Handout
section)
Flashcards - Available from:
http://www.mesenglish.com/flashcards.php
Whiteboard/Blackboard
TEACHING PLAN
1. VOCABULARY: (5 MINS)
a. Introduce the vocabulary and practice classroom language e.g.
Teacher: Sorry what do you mean by watch TV?

Students: Sorry what do you mean by watch TV?
b. Use listen and repeat for 5 items.

c. Use substitution drills for the remaining items.
d. Check for vocabulary understanding.
e. Encourage students to use the classroom language.
f. Explain new vocabulary. Ask the Korean teacher to translate.
2. FUN OR BORING: (5 MINS)

a. Ask students to work in pairs.
b. Pairs try to classify the various activities as fun or boring.
c. Students may use Korean.
d. Review the results e.g.
Teacher: How about watching TV?
60
Students: It’s fun.
4. MAIN LANGUAGE INTRODUCTION (10 MINS)

a. Listen and repeat the main language.
b. Identify that: Have to = boring, Going to = Fun, Might = Not sure.
c. Divide class in two.
d. Teacher holds up a flashcard. One side asks a question. One side answers.
5. NATIVE SPEAKER PRONUNCIATION: (5 MINS)

a. Teacher reads the sentences quickly e.g. I’m gonna.
b. Students listen and try to write down exactly what the teacher says.
c. Check the student’s findings.
c. Explain that going to is difficult to say so we often contract it to gonna.
IMPORTANT: Students need not use “gonna” but they need to be aware of it.
6. ODD MAN OUT: (10 MINS)

a. Explain the concept of odd man out.
b. Students work in pairs to identify which word out of 4 is unusual.
c. Students may use Korean to discuss.
d. Review the answers. Students must use English to explain to the teacher.
IMPORTANT: There are multiple answers e.g.
1. (a) Revise – It’s the only boring one.

OR
(b) Revise – It does not require a nominative object.
7. APPLICATION: CONDUCT A SURVEY: (10-15 MINS)

a. Students mingle to find out what 5 of their classmates are doing.
b. Students then go back into groups of 4.
c. Students discuss who will have the best and worst weekend.
d. Review results and then provide feedback.
61
Lesson Plan
Instructors: Native English Teacher – Kimberly Goodyear

Korean English Teacher – Mrs. Lee
Student Level/Grade: Middle School – Level Three

Lesson Title: Then and Now
Class Aims/Goals: To familiarize students with talking about the past and
present.
Length of Lesson: single/multi Single
Steps & Activities:
a. Piece of paper for each student
b. Chalkboard or whiteboard
c. Chalk or markers
Activity/Lesson
I write “Then” and “Now” on the board and have students brainstorm
examples. Responses included:
Then Now
black and white TV color TV
landline telephone cellular telephone
walkman mp3
toilet paper bidet
newspaper internet
After a few examples have been given I write the following sentence on the
board and students must give examples using this sentence form.
“In the past, people used ____________________, but now people
use_____________.”
I highlight the difference in verb tense when talking about the past and
present.
62
I then draw two large circles on the board with “Me” in the center of each
circle and 2002 above one circle and 2006 above the other. Inside both
circles I write five words.
2002 2006
Canada Korea
Student Teacher
Single Boyfriend
Short Long
Smoker Non-Smoker
I compare my life in 2002 with my life now in 2006 using the sentence form:
In 2002, I _____________________ (past tense),
now I _____________________ (present tense).
Example: In 2002, I lived in Canada, now I live in Korea.

In 2002, I was a student, now I am a teacher.
Have students draw their own circles to compare their life in 2002 with their life
in 2006. My students really enjoyed comparing their life and talking about
themselves. One student said “In 2002, I had no armpit hair, now I have armpit
hair.”
Show students two pictures of an area or person, one of the past and one of the
present. Have students compare the pictures.
63
Lesson Plan
Instructors: Native English Teacher – Deana Clapp

Student Level/Grade: Intermediate to Advanced (Middle-High School)

Lesson Title: BINGO variation: Sentence Construction and Tense
Practice
Class Aims/Goals: Help students construct proper sentences
Length of Lesson: single (but could be multi, in combo with a previous lesson
on tense or sentence structure)
Steps & Activities:
Prepare appropriate number of subject/verb (verb phrase) pairs. If you

have a 5x5 bingo board, you’ll need 25 pairs, etc.
EXAMPLE: The woman/run fast
Students must make a sentence from the pair by changing the verb form
and/or tense. In this example, options are:
1. The woman runs fast. 2. The woman is running fast.
3. The woman ran fast.
Activity/Lesson
Walk the students through one example on the board:

~ write a subject/verb (phrase) on the board and have students identify the
words as a subject and verb; label
~ Have students verbalize a sentence using the pair (will most likely be the
simple present tense), and write it on the board.
~ Write other example sentences by changing the tense. Get students to
tell you these, perhaps prompting them with questions.
For example, “Now, what if this happened yesterday ?” (past) or “What if
this is happening right now ?” (present participle) or “What if this has not
64
happened yet ?” (future) and so on. Use as many sentences as tenses
you want to use in the lesson. (I usually start with 3 – present, past,
present participle or future – for the first time, but one can adapt according
to class level.)
~ Once you have a clear example of the subject/verb pair and “tense”
sentences on the board, it’s time to start the game. Draw a Bingo board on
the board and write ONE subject/verb pair in each square. (This can be
done prior to class or prepared on handouts/ppt/transparency, etc.)
~ Tell students they have to make sentences with the pairs, just like in
the examples. They can choose any five squares (or other # consistent
with your board size) that MAKE A LINE to use for sentences.
Options: 1. Depending on the class, you can have them write only ONE
sentence for each square, in the tense of their choosing OR up to the
number of tenses you’ve discussed. 2. The time limit is up to the
teacher. It can be anywhere from 5~15 minutes.
~ Give students their time limit to make the sentences and tell them that
when they’ve made sentences with enough squares to make a “Bingo line”
to yell, “Bingo!”
~ Walk around to monitor and answer questions while they are writing.
When a student yells, “Bingo,” check their sentences and tell them which (if
any) are wrong. But, do not tell them exactly how to repair them. (They will
have to try again and yell, “Bingo” for a second time.)
If a student has written correct sentences, mark their paper or offer a
small reward like a sticker or class points.
~ When time is up, choose some pairs that you want the whole class to
understand (or all of them, if time permits) and call on students to make
sentences. Repeat these sentences several times, having students repeat
as well.
Conduct a simple question/answer review conversation:
65
~ Get students to say some of the sentences from the activity in various
tenses by asking questions and having the class answer as a whole.
FOR EXAMPLE:
(If one of the pairs is My mother/be a nurse)

Q: “What is your mother?” A: “My mother is a nurse.”
(If one of the pairs is The bear/eat honey)

Q: “What is the bear eating?” A: “The bear is eating honey.”
(If one of the pairs is That boy/like ice cream)

Q: “What does that boy like?” A: “That boy likes ice cream.”
(If one of the pairs is I/go home)

Q: “Where did you go yesterday?” A: “I went home.”
(If one of the pairs is She/plan a trip)

Q: “What will she plan?” A: “She will plan a trip.”
66
Listening
67
Lesson Plan
Instructors: Native English Teacher – Cameron Cole

Korean English Teacher – Lee Kyeong Ok

Lesson Title: Tell Me About It
Class Aims/Goals:
1) Focus on improving students’ listening and speaking ability
2) Introduce new vocabulary to the students
3) Maintain the students’ interest
Length of Lesson: One 45 minute class period
Steps & Activities:
Materials:
1) One sheet of paper with a handful of square boxes on it
2) Blackboard and chalk
Pre-Activity:
Start class with some basic questions to students about their lives. Try to
keep the questions simple and basic.
Activity/Lesson
1) Give the students the handout.
2) Explain to the students that they will do three things for this lesson. They
will listen to a story. Then they will draw the story they hear. Finally, they will
tell the story they heard.
3) Tell the students a story. I keep the stories fairly simple, and I try to make
them humorous. They should contain new vocabulary words for the students.
The more advanced students can have more difficult stories.
Example stories:
a) You go to an Internet café. You are surfing the Internet. You are sitting
68
next to a friend. Your friend spills hot noodles on your head.
b) You are in a park with your new pet dog. Your dog finds a sword. Then
your dog picks up the sword. Finally he attacks a cat with the sword
4) Have the students draw the story that they hear. This can be done either
one sentence at a time, or only after the entire story is finished.
5) Pair the students up with a partner and have the students look at the
picture they drew and tell each other the story. For more advanced students,
ask the students to continue the story and provide original answers.
6) Choose a handful of students to tell the story to the entire class. After,
move on to the next story.
Start the next class asking the students about the stories. Have them retell
the stories once again. Ask the students questions about the stories, such
as, their favorite story, funniest story, etc. Possibly have a very short quiz for
the vocabulary words.
69
Lesson Plan

Student Level/Grade: 1st/2nd/3rd Grade Middle/High School + possibly 5th/6th

Elementary School depending on English abilities.
Lesson Title: Learning about Christmas and the New Year
Class Aims/Goals: Teaching students of the general Christmas concepts,
especially from a Western side and discussing the aspects of New Year as well.
Furthermore, the lesson goes into the teaching of the difference between
Chinese New Year and normal Western New Year as well. In addition to this,
there are slides within the presentation that allow the students to participate and
contribute to the lesson with their views and answers.
Steps & Activities:
Preparation/Materials
Ensuring you have the correct lesson either on a cd/floppy disk or memory
stick. Furthermore, prior to the lesson making sure you have the
technology to show such a powerpoint presentation, i.e. the correct software,
working computer etc. (Christmas2.ppt on http://epikforum.org)
Within the class before beginning the lesson, ensure all students can see
the computer clearly and that the light, especially the sun is not blocking
clear viewing.
Lesson/Review
Firstly, as I do in all my lessons I find it useful to write today’s date on the
board in full, including the year. Afterwards read the day out loud followed
by the children. This is even more poignant in this case as you can then
use this as a stepping stone to ask the students what day Christmas day is
on. Furthermore, when actually writing today’s date, you can ask the
students for the day, month, year etc. Also when you get onto the New
Year slide (slide 35) you can then follow this up by writing the date of New
70
Years Eve (December 31st) and New Years Day (January 1st) as well.
You can now go through the presentation with each slide, writing on the
board what it shows followed by you saying it out loud in English. This
should then be followed with you requesting the students to say out loud the
English word or phrase as well. In the majority of cases you should also
ask the students to then say what the slide is showing in Korean as a further
test of their understanding. How much effort in describing each slide is up
to your discretion and also very much up to the level you are teaching this
particular lesson to. (i.e. if you were teaching Elementary or 1st Grade
Middle School students you may want to describe each individual slide in
more detail compared to High School students)
Many of the slides you can also ask the children either what colour is a
certain object, again in English first then Korean or how many of a certain
thing there are in the slide. For example in the 3rd slide with the Christmas
tree you can ask the children what colour is the tree and the same with the
stars, then ask how many stars there are.
The amount of times you either want to repeat things in English out loud to
the students or for them to repeat things in English is up to your discretion
and also may depend on the level you are teaching at.
Furthermore, for some of the slides that have a lot of detail on them it is
again up to your discretion into how detailed you want to go through that
particularly slide with the students. For example in the 8th slide with Santa
Clause/Father Christmas in, you may want to go through with the children
not only that Santa Clause can also be called Father Christmas but also the
chimney he goes down, plus the toys/gifts/presents he carries and also the
houses covered in snow.
Slides Outline:
Slide 9: Toy Reindeer

Slide 10: Sanata’s Reindeer (You can then ask how many)
Slide 11: Real Reindeer
71
Slide 12: Gifts/Presents (You can then ask students what the tree above the
gifts/presents are as well)
Slide 13/14: Students can participate and contribute to the class their
opinions and answers to those questions
Slide 15: Western/English Christmas Dinner (Turkey, Sausages, Brussels
sprouts, Carrots, Roasted Potatoes and Mash Potatoes)
Slide 16: An English Christmas Dinner
Slide 17: Christmas Crackers
Slide 18: Christmas Stockings
Slide 19: Cheorwon Boys High School Main Entrance with snow
Slide 20: Cheorwon Boys High School Main Entrance with no snow
Slide 21: Cheorwon Boys Middle/High School with snow and football pitch
also covered
Slide 22: Dong Song High Street in Cheorwon with Christmas lights
Slide 23: Church during Christmas Mass
Slide 24: Jesus in a Manger
Slide 25: Winnie the Pooh and pals Ice Skating
Slide 26: New York Central Park Ice Skating
Slide 27: Angels and Doves
Slide 28: Advent Calendar
Slide 29: Santa, Rudolf, Elves singing
Slide 30: Elves
Slide 31: Snowflake
Slide 32: London Oxford Street (Christmas very pretty; many Christmas
lights on the street)
Slide 33: London Oxford Street (Department stores have their own pretty
lights as well)
Slide 34: London Oxford Street many people Christmas shopping and also
during after Christmas in the sales.
Slide 36: London Tower Bridge on the River Thames New Year’s Eve at
midnight.
Slide 37: Millennium Eye (London Eye) in London during Christmas
Slide 38: Millennium Eye (London Eye) New Year’s Eve at midnight.
Slide 39: Big Ben (Houses of Parliament) many English people look at the
clock during New Year’s Eve for midnight.
Slide 40: Big Ben at midnight of New Year’s Eve
72
Slide 41: Hong Kong
Slide 42: Hong Kong at midnight of New Year’s Eve
Slide 43: Hong Kong at midnight of New Year’s Eve 2
Slide 44: New York (Times Square)
Slide 45: New York (Times Square) at midnight of New Year’s Eve
Slide 46: Australia (Sydney Harbour)
Slide 47: Australia (Sydney Harbour) at midnight of New Year’s Eve
Slide 52: London China Town
Slide 53: London China Town on the weekend of Chinese New Year (very
pretty and busy)
Slide 54: London China Town on the weekend of Chinese New Year (very
busy)
Slide 55: London China Town on the weekend of Chinese New Year (street
filled with lanterns)
Slide 56: Dragon dancing another attraction in London China Town during
the Chinese New Year celebrations.
Slide 57: Trafalgar Square in central London. Nelson’s column in the
middle. General Nelson world renowned Navy General who fought many
wars on the seas, most notably the War of Trafalgar. This is the place for a
large Chinese concert during the Chinese New Year celebrations.
Slide 58: The Chinese New Year concert.
73
Review
And
Games
74
Lesson Plan
Instructors: Native English Teacher – Cameron Cole

Korean English Teacher – Lee Kyeong Ok

Lesson Title: Sentence Auction
Class Aims/Goals:
1) Review large numbers
2) Introduce students to new currencies
3) Review key phrases from the textbook
Length of Lesson: One 45 minute class period
Steps & Activities:
Materials:
1) Sheet of sentences for the teacher
2) Blackboard and chalk
3) Play money
4) Display for numbers and currencies
Pre-Activity:
Start class with some basic questions to students about their lives. Try to
keep the questions simple and basic.
Activity/Lesson
1) Review numbers 0-1,000,000. Make sure the students are in their teams.
Each team should have 5 or 6 students. This should be done rather quickly.
We will play a quick game with numbers. I will write numbers on the board
and each team will take their turn saying the numbers. I will gradually
increase the difficulty of the numbers. Correct answers will be rewarded with
points.
2) Review currencies in relation to the Won. Then, we will play a quick game
75
similar to the numbers game.
3) Explain to the students the meaning of an auction. Give them examples

of auctions they might be familiar with, like the popular websites ebay.com
and auction.co.kr.
4) Explain to the students that they will have a sentence auction. Tell them
that I will write sentences on the board. I give students $10 Cameron dollars.
I then write a sentence on the board. The teams bid on the sentence. The
team that wins the bidding then decides if the sentence is correct or
incorrect. If the sentence is correct, then the team gets 2 points. If the
sentence is incorrect, then the team must fix the sentence. If they fix the
sentence, then they get 3 points. The sentences I use will try to emphasize
lessons they have studied this year.
Start the next class asking the students to tell you about auctions. Ask if
they had fun with auctions, and try to use some of the sentences that were
auctioned off.
76
Lesson Plan
Instructors: Native English Teacher – Chris Williams

Korean English Teacher – Mrs. Go
Student Level/Grade: 1-3 (Middle School)

Lesson Title: Tornado
Class Aims/Goals: Review of covered material
Length of Lesson: 20-45 minutes
Steps & Activities:
a. Because this is a game that reviews material already covered
in the classroom, the teacher should look over their past
material and pick themes or problem areas with which they
can base their questions.
b. Once the material is selected, create a grid that is 4x4 or 5x5
with points associated randomly with each square (ranging
from 10-50) and with a few “Tornados” like the following:
c. Once this is complete, label the columns with letters (A, B, C,
D, etc.) and the rows with numbers (1, 2, 3, 4, etc.).
i. When a team calls for a square during the game, they can say,
“A 4”, “B 3”, etc.
A B C D
1 20 40 TORNADO 10
2 30 TORNADO 50 TORNADO
3 TORNADO 50 10 20
4 20 10 TORNADO 40
d. Then prepare questions for each of the ‘point’ squares with
difficulty ranging from easy to hard depending upon the points
as well as some spaces for “Tornados”.
ii. IMPORTANT – The Tornados wipe away all of a team’s points!
Here are some sample questions that I used for a unit review on music,
77
extreme sports, and description:
A-
A1 – What shape is the Piano? (rectangular)
A2 – What are the names of 6 different instruments in a Classical Band?
A3 - *
A4 – In the song “Why”, what does Avril Lavigne want her boyfriend to do? (come
back to her)
B-
B1 – Name 4 “Extreme Sports” (Sky Diving, Mountain Biking, Whitewater Rafting,
etc.)
B2 - *
B3 – Give me 4 ‘place’ descriptions for the __________. (in front of, on top of, behind,
etc.)
B4 – What shape is the clock? (circular)
C-
C1 - *
C2 – Give 4 descriptions of me in complete sentences. (You have blue eyes, you
have curly hair, etc.)
C3 – Name 2 countries that start with “V” (Vietnam, Venezuela, etc.)
C4 - *
D-
D1 – How do you spell “scuba diving”?
D2 - *
D3 – In the song “Why”, why is Avril Lavigne sad? What happened? (She and her
boyfriend ‘broke up’)
D4 – On a sailboat or in Windsurfing, what shape is the sail? (triangular)
2. Activity/Lesson
Once all materials have been prepared, it’s time to play. The rules are
simple:
i. Have the teams play rock, paper, scissors to see who goes first.
ii. The first team to go calls out a square.
78
iii. The team must then answer the question correctly to get the
points.
1. If the team who picked the square does not know the answer,
then the other team can answer and take ½ the points for the
square.
iv. When a team hits a “Tornado”, they lose all of their points.
1. I tend to make a funny, loud sound like a tornado as I erase
their points, but that is clearly up to the teacher. My kids go
crazy for it, though, and they end up making the noise when
the other team hits a tornado. In fact, they begin chanting
‘tornado’ in hopes of the other team hitting one. It’s quite
funny and they have a blast.
v. In the end, the team with the most points wins!
As this is a review-based lesson, there is really no follow-up to it.
79
Lesson Plan
Instructors: Native English Teacher – Andrew Howarth

Student Level/Grade: Middle School Second Grade

Lesson Title: Brick by Brick
Class Aims/Goals: Sentence Development
Steps & Activities:
Buy or make a Jenga brick game. Available from good book stores.
Write random words on each brick. For example: because, Korea, teacher
etc.
Activity/Lesson
This lesson works best with smaller classes, fewer than twenty is probably
best. So, it is ideal for camps and winter classes.
Split the class into four groups of four or five students. Each group must
nominate one person to be the tower builder.
Team A’s tower builder will start by taking a brick and placing it on top of the
tower. His or her group, then has until their next turn to write down a
sentence using the word on that brick. Team B does the same and so on.
Points are awarded for successful tower building, spelling and correct
sentence structure. If, your tower builder destroys the structure, your team is
deducted a pre-determined number of points.
Winning team is obviously the team with the most points. The tower will only
need to be rebuilt once or twice to fill a forty-five minute lesson.
80
Index
brainstorm – 10, 12, 26, 62
categories – 12, 20, 26
calendar – 46
comparison and contrast – 10, 32, 45, 62
comprehension – 38
countable non-countable – 34
dialogue – 14, 39, 41
game – 10, 12, 18, 28, 46, 64, 77, 75, 80
gestures – 20
handouts – 20, 30, 34, 36, 39, 45, 48
holidays - 70
jobs/occupations – 43
map – 14
marriage – 24
money – 32, 34
movies – 26
poetry – 57
81
powerpoint – 51, 70
presentation – 7, 45, 51, 53, 54
review – 18, 48
role play – 8, 14, 30, 34, 36, 39, 43
shopping – 32
simile – 36
82
Handouts
83
The handout/script is as follows:
Name_______________ Date______________
Instructions: Two people and an audience are needed to act out this
joke. Try to follow Mr. Meyerson’s example by modifying your voice
and gesturing as best you can.
Person A: Would you like to hear a joke?

Audience: Yes. Sure!
Person A: The title of the joke is “Hiking at Night.”
What do you think—Is it a good idea to go hiking at night?
Audience: No!
Person A: Why?
Audience: It’s dark. It’s dangerous, etc.
Person A: What can happen?
Audience: You can fall! A wild animal might eat you! The mosquitoes
will eat you alive, etc.
Person A begins the joke:
A man and woman went hiking at night.
Suddenly, there was a cliff—a very steep cliff!
The woman fell over the cliff (points at the person going over the cliff
and whistles) !!!
The man shouted down to her: “Are you OK?”
Person B: “Yes!”
Person A: “Did you break anything?”
Person B: “No!”
Person A: “Can you climb back up?”
Person B: “No!”
Person A: “Why not?”
Person B: Because I’mmmm stiiiilllllll…..faaaalllliiinnnnn...!
Mastering English through Jokes, pg.22
84
Taxi Driver Conversation Questions
Hi. How are you?
Where do you want to go?
What’s your name?
Are you married?
What’s your husband’s name?
Do you have any children?
What are their names?
What do you do?
What does your husband do?
Where do you live?
Where are you from?
Here’s your stop. That will be 4000 won.
Consequences Role Play, pg.30
85
Similes are a way to compare two things
using ‘like’ or ‘as’. For example, if I
want to say that somebody swims well, I
can say they swim like a fish because
fish swim well. There are two basic
patterns that you can use.
Like verb + like + noun
She swims like a fish.
He looks like an ogre.
Examples She plays like a pro.
He walks like a duck.
She acts like a fool.
As as + adjective + as + noun
He is as tall as a giant.
Examples She is as fast as a rocket.
He is graceful as a swan.
She is as sneaky as a fox.
He is as quiet as a mouse.
How could I say that somebody:
runs fast
is pretty
jumps well
is strong
How could I say that something:

is hard
feels soft
is sweet
feels rough
is heavy
sounds noisy
is light
Similes, pg.36
86
Can You Describe It?
A: There’s an alien down here.

B: Can you describe it?
A: It’s as big as a dog. And it looks like
an octopus.
Can you describe these aliens? Hint: Use ‘looks like’ and ‘big as’.
Similes, pg.36
87
A Soldier’s Lie
Once a soldier asked his commanding officer for a day’s leave to attend
his sister’s wedding. The officer asked him to wait outside the door for a
few minutes while he considered the request. The officer then called the
soldier back in and said,” You are a liar. I’ve just phoned your sister and
she told me she’s already married.” “Well sir, you’re an even bigger
liar,” the soldier replied, because I don’t even have a sister.”
Vocabulary Practice: Mark the best choice.

1. Leave means: a.) going out from a place, b.) one part of a tree c)
permission to be absent , d) asking a person for some money
2. To attend means: a) take care of, b) pay for c) be present at
d) look at
Questions for discussion:

1. Why did the soldier tell the officer a lie?
2. Why did the officer tell the soldier a lie?
3. Can you remember telling such lies?
Activities:
Now tell your friend(s) the story in your own words:
Pronounce the following words several times:
1. Command
2. Officer
3. Attend
4. Soldier
5. Already
A Soldier’s Lie, pg.38
88
Word Scramble
Airport
Scramble Answer
nraelapi
irvrala
ttatdanen
aggaebg
dginbaro saps
aticpna
cosutsm
edrtpraeu
ilhgtf
igmnitiamor
cesytiur
lteam reotdcet
Library
Scramble Answer
ookb
aegcotyr
eatd
edu
ralrabini
silt
utqei
rnretu
Shopping Center
Scramble Answer
tdbgue
yub
acsierh
onpuoc
ounstcdi
spyiald
recip
lase
sreto
89
Music
Scramble Answer
tstniermun
kkroaae
siclry
gignsni
cvoie
Drama
Scramble Answer
troca
rsecsat
yedcom
euaglodi
pmfrroe
tplo
ticcreap
getsa
etetarh
daertyg
Restaurant
Scramble Answer
unme
hcef
teoshss
eaeverbg
fniek
nakinp
gmaanre
illb
secervi
rrdoe
Post Office
Scramble Answer
psmat
ocidtsem
oaiirnntlaetn
retelt
npveeelo
90
areclp
asesrdd
Clothing
Scramble Answer
tah
thris
sirkt
enjas
vloseg
cskos
eeswatr
asfcr
tnismet
Word Scramble, pg.48
91
WEEKEND PLANS
ACTIVITY 1: VOCABULARY
play basketball go to the play computer clean my room
movies games
go out for watch go grocery go shopping
dinner television shopping
study surf the hang out with go to school
internet my friends
92
ACTIVITY 2: FUN OR BORING
FUN BORING
ACTIVITY 2: MAIN LANGUAGE

What are you doing this weekend? I’m going to go to the movies.
Any plans for the weekend? I have to clean my room.
I might go shopping.
ACTIVITY 3: NATIVE SPEAKER PRONUNCIATION

I’m going to go out for dinner
I’m going to play basketball
I’m going to watch TV
ACTIVITY 4: ODD MAN OUT

1. watch TV go shopping play tennis revise
2. taekwondo tennis computer games basketball
3. a DVD the movies music a book
4. telly the box TV the rectangle
93
ACTIVITY 5: APPLICATION
Name Plans Rank
We think ……………………… is going to have the best weekend

because…………………………………………………………………………...
We think ………………………. is going to have the worst weekend

because…………………………………………………………………………..
Weekend Plans, pg.60
94
Name: ____________
Gestures
Polite: To be nice, kind, or use good manners
Impolite: To be rude, or to not use good manners
MATCH THE EXPLAINATION WITH THE MEANING
Explanation Meaning
1. Waving open hand ___ a. good luck

2. Fingers crossed ___ b. good
3. Palm up moving fingers towards body ___ c. crazy
4. Index finger held up to mouth ___ d. hello
5. Tumbs up ___ e. go away
6. Thumbs down ___ f. bad smell
7. Finger circling around ear ___ g. come here
8. Palm down moving the hand away from body ___ h. be quiet
9. Pointing using your chin ___ i. bad
10. Fingers pinching nose ___ j. over there
Decide which gestures are Polite and Impolite, and make a list.
Write the numbers for the polite and impolite gestures in the space below.
Polite __ __ __
Impolite __ __ __ __ __ _
Gestures, pg.20
95
Names:
_________________Island
Population:
Government:
Languages:
Geography:
Symbols (Flowers, animals):
Capital city:
Lakes/Rivers:
Oceans:
Size:
Famous sites:
Area:
Ethnic Groups:
Flag
Here's a picture of my country:
Comparing Countries, pg.45
96
97

EPIKmanual 1

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

EPIKmanual 1

Uploaded by

Copyright:

Available Formats

Intermediate to

Review and Games…………………………………………………pg. 74

Some EPIK teachers, however, are not in an environment conducive to team

Making use of co-teachers

Here is an example of an appropriate conversation lesson. First, it is good to

Undoubtedly, your lessons will overlap. It is impossible only to teach

The following is a guide to understanding the categories of ‘Intermediate to

Intermediate to Advanced students have a good grasp of English and can

Instructors: Native English Teacher –

Student Level/Grade: Grade 1 and grade 2 middle school

Steps & Activities:

Instructors: Native English Teacher – Susie Rowe

Student Level/Grade: Beginner to Intermediate / Middle School 1st to 3rd Grade

Steps & Activities:

Instructors: Native English Teacher – Mark Hoffe

Student Level/Grade: Three

Steps & Activities:

Instructors: Native English Teacher – Rebecca Mace

Student Level/Grade: Middle School - 2nd /3rd Grade

Steps & Activities:

Instructors: Native English Teacher – Jeff Martin

Student Level/Grade: Middle School

Steps & Activities:

Use the local picture last. For example:

Switch the roles with the student asking the teacher.

Teacher: What does it say?

Student: It says “North Oak Street and West Third Avenue”

Have students use both forms of the dialog. Switch roles.

Instructors: Native English Teacher –

Student Level/Grade: Elementary/Middle/High – lesson may be modified to

Steps & Activities:

Red – Say something about your family or a member of your

Instructors: Native English Teacher – Ken Colquhoun

Student Level/Grade: Middle School, Grades: 1,2 or 3

Steps & Activities:

Instructors: Native English Teacher – Evan Carr

Student Level/Grade: 2nd and 3rd Grade Middle School

Steps & Activities:

Instructors: Native English Teacher – Robert Meyerson

Student Level/Grade: Grade eight or nine intermediate English

Steps & Activities:

Instructors: Native English Teacher – Evan Carr

Student Level/Grade: Middle School 3rd Grade

Steps & Activities:

Instructors: Native English Teacher – Mike Rowe

Student Level/Grade: 1st to 3rd Grade Middle School

Steps & Activities:

This is by no means an exhaustive list, but just a starting point.

Once a few genre’s are up on the board, brainstorm as a class to improve

Then each student is asked to provide an example Hollywood movie and

Post Activity / Review

Instructors: Native English Teacher – Christopher Linton

Student Level/Grade: Middle School, level 2,3 (beginner-intermediate)

Steps & Activities:

Instructors: Native English Teacher – Kimberly Goodyear

Student Level/Grade: Middle School- Level One

Steps & Activities:

i. The first name of their favorite movie star or singer – male or

1. This is their husbands or wife’s name

Students then engage in a role-play. They are in a taxi and having a

Instructors: Native English Teacher – Laurie Malcolmson

Student Level/Grade: All grades even teachers they love this.